The reason HyperDocs work is because each one begins with strong lesson design, curates quality instructional content, and packages learning in a way that engages learners. A HyperDoc shifts the focus from teacher-led lectures to student-driven, inquiry-based learning, allowing students to actually learn through exploration.
– The HyperDoc Handbook
HyperDocs are an emerging tool in education. They offer teachers an effective way to design and deliver interactive lessons that keep students engaged, organized, and on-task. But what exactly is a HyperDoc? What are the benefits of using them in the classroom? And how can they be used to improve student engagement and understanding?
What is a HyperDoc?
Developed in 2016 by Lisa Highfill, Kelly Hinton, and Sarah Landis, Hyperdocs are a digital lesson hub designed by teachers and given to students.
A HyperDoc is an interactive document created by teachers to provide students with an engaging learning experience. A HyperDoc is a digital document, accessible through any number of devices, that contains all the components of a learning cycle in one place. Within the document, students can find hyperlinks to all the resources they need to complete the learning cycle.
The earliest known example of a “digital lesson hub” was WebQuest, which used only online resources to guide students through a lesson.
This makes it easy for teachers to monitor student progress without searching multiple documents or websites. It also provides students with a clearly defined structure to which they can refer back as needed.
Benefits of Using HyperDocs in the Classroom
HyperDocs have several key advantages over traditional paper-based documents or worksheets.
First, they allow teachers to easily incorporate multimedia elements such as videos, audio clips, images, or animations into their lessons. Whatever resources students need for the lesson can easily be linked or embedded into the Hyperdoc.
Second, they give teachers the flexibility to offer extra support for students or enrichment opportunities for others. Since the hyperdoc is digital, teachers can easily use a template to differentiate instruction.
Lastly, Hyperdocs make it easier for students to collaborate with each other as well as stay organized throughout the lesson plan.
How Can HyperDocs Be Used to Improve Student Engagement and Understanding?
HyperDocs can be used in many different ways to help improve student engagement and understanding in the classroom. For example, teachers can use them to create virtual field trips by incorporating videos and other multimedia elements into their lessons. They can also use them for project-based learning activities by having students work together on a single document instead of individual worksheets or projects. Finally, they can use them as online portfolios where students can showcase their work and reflect on their progress throughout the course of the year.
HyperDocs are quickly becoming popular among educators due to their flexibility and ease of use. They make it easier for teachers to organize their lessons and provide students with an engaging learning environment that encourages collaboration and critical thinking skills while helping them stay on track with their assigned tasks. Ultimately, using HyperDocs in your classroom will help you save time and help your students become more engaged learners who understand the material better than ever before!
I contend that we do this in education when dealing with technology. We go through our days doing simple rather than easy things.
It’s simple to pass out papers to a class of students and collect them later. Teachers have done this for decades. But it’s easier to have students complete work in a digital format. Especially when dealing with large numbers of students.
But this task isn’t simple. Teachers have to create what they want the students to complete. Teachers have to create this assignment, whether it’s a quiz, a document, a spreadsheet, a presentation, etc.
Even if that means posting the assignment in a learning management system, the task is not as simple as passing out papers. This task might be impossible for teachers who have been in the classroom since before there were any computers in the classroom, and no one had a school email address.
But that doesn’t mean it’s not easy. It’s not simple.
Simple is comfortable. Simple gets the job done without question.
But easy? Easy might involved work upfront. Easy might involved setting something up or learning a new tool.
And that’s when the issues begin.
Teachers are, in case you didn’t know, stressed out. They always have been. Amid a global pandemic, their stress levels haven’t lowered. They’ve raised.
And expectations are higher than ever. So when teachers face change after change after change and deal with things they’ve never dealt with before (hello, temperature checks & social distancing), why would they not choose to go with simple?
This is the challenge for us in the educational technology world. We have to find ways to encourage easy over simple. We have to be there to support.
We have to understand what teachers are going through. We have to be patient. And we have to accept when some say “no.”
We have to make our own choice of simple or easy. It’s simple to create some videos or documents to support teachers and then walk away.
But it’s easy to support and empower a small group of teachers who will run with their version of “easy” and help you spread the work to others.
What will you choose? Simple or easy?
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“…I am certain that after the dust of centuries has passed over our cities, we, too, will be remembered not for victories or defeats in battle or in politics, but for our contribution to the human spirit.”
Remarks at a Closed-circuit Television Broadcast on Behalf of the National Cultural Center (527), November 29, 1962, Public Papers of the Presidents: John F. Kennedy, 1962.
59 years ago today, shots rang out across Dealey Plaza as President John F. Kennedy’s motorcade passed by thousands of onlookers.
I’m sure many of you can remember exactly where you were and what you were doing that day.
While questions still surround the circumstances of JFK’s assassination, there can be no doubt about his legacy. The President was scheduled to deliver remarks later that day in Dallas.
Much of the speech is no longer timely, but the main ideas and philosophies are certainly as important today as they were 59 years ago.
So, heavily redacted, here are verbatim excerpts from the speech JFK never gave.
Leadership and learning
“It is fitting that these two symbols of Dallas progress are united in the sponsorship of this meeting. For they represent the best qualities, I am told, of leadership and learning in this city — and leadership and learning are indispensable to each other. The advancement of learning depends on community leadership for financial political support, and the products of that learning, in turn, are essential to the leadership’s hopes for continued progress and prosperity. It is not a coincidence that those communities possessing the best in research and graduate facilities — from MIT to Cal Tech — tend to attract new and growing industries. I congratulate those of you here in Dallas who have recognized these basic facts through the creation of the unique and forward-looking Graduate Research Center.”
“This link between leadership and learning is not only essential at the community level. It is even more indispensable in world affairs.”
“In a world of complex and continuing problems, in a world full of frustrations and irritations, America’s leadership must be guided by the lights of learning and reason — or else those who confuse rhetoric with reality and the plausible with the possible will gain the popular ascendancy with their seemingly swift and simple solutions to every world problem.”
“…fewer people will listen to nonsense.”
“There will always be dissident voices heard in the land, expressing opposition without alternative, finding fault but never favor, perceiving gloom on every side and seeking influence without responsibility. Those voices are inevitable. But today other voices are heard in the land — voices preaching doctrines wholly unrelated to reality, wholly unsuited to the sixties, doctrines which apparently assume that words will suffice without weapons, that vituperation is as good as victory and that peace is a sign of weakness.”
“We cannot expect that everyone, to use the phrase of a decade ago, will “talk sense to the American people.” But we can hope that fewer people will listen to nonsense. And the notion that this Nation is headed for defeat through deficit, or that strength is but a matter of slogans, is nothing but just plain nonsense.”
Words alone are not enough.
“Above all, words alone are not enough. The United States is a peaceful nation. And where our strength and determination are clear, our words need merely to convey conviction, not belligerence. If we are strong, our strength will speak for itself. If we are weak, words will be of no help.”
“Freedom can be lost … by ballots as well as bullets.”
“I have spoken of strength largely in terms of the deterrence and resistance of aggression and attack. But in today’s world, freedom can be lost without a shot being fired, by ballots as well as bullets. The success of our leadership is dependent upon respect for our mission in the world as well as our missiles – on a clearer recognition of the virtues of freedom as well as the evils of tyranny.”
“An America which has fully educated its citizens…”
“Finally, it should be clear by now that a nation can be no stronger abroad than she is at home. Only an America which practices what it preaches about equal rights and social justice will be respected by those whose choice affects our future. Only an America which has fully educated its citizens is fully capable of tackling the complex problems and perceiving the hidden dangers of the world in which we live. And only an America which is growing and prospering economically can sustain the worldwide defenses of freedom, while demonstrating to all concerned the opportunities of our system and society.”
“It is clear, therefore, that we are strengthening our security as well as our economy by our recent record increases in national income and output…”
“My friends and fellow citizens: I cite these facts and figures to make it clear that America today is stronger than ever before. The strength will never be used in pursuit of aggressive ambitions — it will always be used in pursuit of peace. It will never be used to promote provocations — it will always be used to promote the peaceful settlement of disputes.”
“We, in this country, in this generation, are – by destiny rather than by choice – the watchmen on the walls of world freedom. We ask, therefore, that we may be worthy of our power and responsibility, that we may exercise our strength with wisdom and restraint, and that we may achieve in our time and for all time the ancient vision of “peace on earth, good will toward men.” That must always be our goal, and the righteousness of our cause must always underlie our strength.”
In the early days of the COVID-19 pandemic, I spent my days hunkered down at my desk. I spent my time creating and sharing technology resources for teachers.
My teachers were thrown headfirst into a world many of them weren’t prepared to experience. So, I did my best to support their remote learning work.
Those first few weeks didn’t leave much time for extracurricular activities. When I did finish the day’s work, I disconnected. Exhausted from sitting in front of a computer, I’d chill out with my family.
We played games and invested in several outdoor activities, like horseshoes and basketball.
But spring turned to summer and the school year ended, leaving me with a lot of time on my hands.
Diving Into Reading
I had to find something to occupy my time, so I retreated into the land of the written word.
I’ve always enjoyed reading but never committed to reading regularly. During those nascent months of the pandemic, I decided it was time to establish a regular reading habit.
I used GoodReads to compile a “to be read” list (TBR). At first, there were only a handful of books. I participated in Daily Stoic’s “Read to Lead” challenge and began building my list.
One of the challenges put forth in that challenge was to read a book “above your level” – rather than always reaching for your favorite genre or a book you’ve read before. Reading a more challenging book builds your “reading muscle” and likely brings new ideas to the forefront of your mind.
A challenging read is necessary for your personal growth. So, I started building my list.
Since March 2020, I’ve read or re-read 236 books, some 74,000 pages of content. They’ve been a mix of physical, digital, and audio formats.
I’m not sharing those numbers to boast; I’m encouraging you to bump up your reading numbers. We are all busy, but if we want to expand our minds, we must make the time to do so.
Sometimes I read for pure entertainment. But, I’m often reading to learn something or expand my brain.
My TBR is now approaching 2,000 books.
Yes, you read that right. I’m in the process of building something.
Building an Antilibrary
I am well aware that I will never finish reading the books on that list for two reasons:
1. I can get through about 100 books a year. I’m working on getting through more, but I only have so much time.
2. So many of the books I read lead me down a path to other great books, and I keep adding more to my list.
I will never read all the books on my list. And that’s ok.
There is power in understanding that you can’t learn it all. That there is always more out there in the world.
There is massive value in surrounding yourself with books that you will never read. The Japanese term for this is “tsundoku,” the stack(s) of books you’ve purchased but haven’t read.
Some people refer to those stacks of unread books as an “antilibrary.” I don’t know if I like that term since it’s still a collection of books, but whatever.
Nassim Nicholas Taleb talks about Umberto Eco’s antilibrary in his book The Black Swan. Here’s a view of Eco’s library of some 30,000 books.
Read books are far less valuable than unread ones. [Your] library should contain as much of what you do not know as your financial means, mortgage rates, and the currently tight real-estate market allows you to put there. You will accumulate more knowledge and more books as you grow older, and the growing number of unread books on the shelves will look at you menacingly. Indeed, the more you know, the larger the rows of unread books. Let us call this collection of unread books an antilibrary.
Nassim Nicholas Taleb
We tend to overestimate the value of what we know while underestimating the value of what we don’t know. Taleb’s antilibrary flips this tendency on its head.
The antilibrary’s value lies in how it challenges self-estimation by constantly reminding you that there is so much more to learn. Living with this nudge daily will help improve decision-making skills and motivation for learning new things.
So stop beating yourself up for buying too many books or for having a TBR list that you could never get through in three lifetimes (like me!). All those books you haven’t read are a sign of ignorance. But if you know how ignorant you are, you’re way ahead of most other people.
I’ve been on Twitter for over 15 years now (a disturbing bit of trivia in and of itself) and have seen all the changes along the way.
Since Elon Musk took the company private in October 2022, there’s undoubtedly been an uproar from many who believe the site will become a cesspool of misinformation, hatred, and racism.
Even the education world that embraced Twitter as a way to grow personal learning networks over a decade ago has begun to show signs of leaving the platform.
Musk has already laid off roughly half of Twitter’s staff, fired some top leaders, and deep-sixed its board of directors.
The changes could have major repercussions. Back in 2021, Twitter famously ousted President Donald Trump when he declared that voter fraud had cost him the presidential election, despite an overwhelming lack of evidence to support his claims.
A Personal Learning Network (PLN) is a group of educators, experts, and professionals that you connect with online and offline to exchange ideas, resources, and support.
Your PLN can be as large or as small as you want it to be, but the important thing is that you are purposeful in who you include.
The benefits of having a PLN are many, but most importantly, a PLN will help you become a better educator by providing you with access to new ideas and best practices.
What are the benefits of having a PLN?
A PLN will help you become a better educator by providing you with access to new ideas and best practices. In addition, a PLN can provide support and encouragement when you need it most. And because your PLN is made up of people from all over the world, you will have 24/7 access to experts in your field.
How do you build a PLN?
Building a PLN is easy! Start by finding people who share your interests and connect with them online. Twitter is a great place to start, but there are also many Facebook groups and LinkedIn groups for educators. You can also attend conferences and meetups to connect with people offline.
What are some tips for using your PLN?
Once you’ve built your PLN, staying connected with them is essential. One way to do this is to share resources and ideas regularly. You can also join conversations and start discussions about topics that are important to you. Finally, don’t forget to follow up offline! Get together with your PLN members for coffee or drinks after work or during summer break.
What are some challenges of using a PLN?
The biggest challenge of using a PLN is making time for it. Just like anything else in life, if you want your PLN to be successful, you must make sure you’re investing time in it regularly. Try setting aside 30 minutes each day to read articles or tweets from your network or reach out to someone new. If you can do this consistently, you’ll find that your PLN will quickly become one of your most valuable professional resources.
A PLN is essential for any educator who wants to stay ahead of the curve and be at the top of their game. Connecting with other educators worldwide gives you 24/7 access to best practices and new ideas. Building a successful PLN takes time and effort, but it is well worth it!
I am no fan of a traditional lecture. Whether I’m presenting at a conference or teaching a class of students, my goal is never to stand there and talk without interaction from the audience for a long time.
But I love listening to lectures. I love watching them. I love podcasts that are essentially lectures. I love listening to an expert dive deep into their favorite topic.
Yes, there is a place for lectures inside and outside of our schools.
So, again, what is a lecture? In a discussion I participated in on twitter recently, it was posed that a lecture is “one-way instruction that is at least 5 minutes in time.” That is certainly one definition…but there are countless other definitions. My question is, so what should we call one-way instruction lasting 4 minutes, 59 seconds? Like most aspects of education, it is quite difficult to reach consensus on a term as universal as ‘lecture’. Maybe my interpretation of the lecture is too liberal, but it is difficult for me to comprehend the disdain for this method of instruction. I simply don’t understand how it is passive or simply creates an environment of rote-learning and memorization (By the way, what is so wrong with memorization and knowledge?). Again, this could simply come down to a misunderstanding of the basic definition.
I don’t think anyone would argue that forcing students to focus on a single person for 45 minutes as they drone on about a topic that holds no interest for students is a bad idea.
But are there specific purposes a lecture can serve? Yep.
When considering whether a lecture might be the right choice for a particular lesson, this resource from the University of Tennessee offers some guidelines. It advises that lecture is a good fit when:
The background information is not available or accessible to students
The content may be confusing (and therefore need explanation)
The teacher’s expertise will help make the material more clear
Reflecting on my first year in the classroom, I was utterly obsessed with impressing everyone. Maybe it was because I came to teaching as a second career. Maybe it was due to my involvement at conferences and summits, even as a brand-new teacher.
Whatever my reasons for wanting to show everyone how good I was, those reasons led me down a path of exhaustion and stress that did nothing for my health and certainly didn’t help me when I wasn’t at school.
So, to help out any new teachers, I thought I’d pass on some advice I wish I’d known when I started teaching. Hopefully, you can avoid the stress, anxiety, and exhaustion I experienced and live a balanced life while still being a fantastic teacher.
You don’t need to be perfect — no one is
Perfectionism is a curse. The voice in your head tells you that you’re not good enough and that you need to try harder and do more. It’s the constant striving for an unattainable goal. And it’s exhausting.
I should know. I’m a perfectionist. I’ve always been a high achiever and always strived to be the best. And it’s taken its toll. I’ve spent hours obsessing over minor details that no one else would even notice. I’ve put immense pressure on myself to succeed, and as a result, I’ve often felt like a failure.
As a teacher, I work with perfectionists all the time — students who are afraid to make mistakes and who are afraid to take risks. And working with them has made me realize that perfectionism is a Learned Behavior — something we can unlearn.
Your students don’t need you to be perfect. They don’t need for your fantastic lesson to always happen exactly the way you envisioned. In fact, you likely already know that the perfect lesson rarely happens. If you’re like me and teach the same topic several times daily, you change something during every class period.
And sometimes, things still don’t work.
Your students need to see that you’re not afraid to fail or to try something new. They need to see you participate in the productive struggle. You don’t have to be perfect.
We can choose to let go of the need to be perfect, and in doing so, we can live happier, healthier lives.
So if you’re a perfectionist, take heart. You’re not alone. And there’s hope for us yet.
Asking for help is often seen as a sign of weakness, but it takes a lot of strength to admit that you need assistance. We all need help from time to time, whether we’re struggling with a personal issue or trying to figure out how to use a new piece of technology. Asking for help is nothing to be ashamed of. In fact, it’s often the smartest thing you can do.
When it comes to asking for help in the classroom, teachers shouldn’t hesitate to reach out to their colleagues. A fresh set of eyes can make all the difference when it comes to spotting problems with a lesson plan or finding new ways to engage students.
And when it comes to assessment, colleagues can provide valuable insights that can help improve the quality of your work. So don’t be afraid to ask for help when you need it. It’s okay to admit that you’re not perfect — we all are.
Take time for yourself
As teachers, we often put the needs of our students above our own. We teach because we want to make a difference in the lives of others, and that means sometimes sacrificing our own time and energy.
However, it’s important to remember that we can’t pour from an empty cup. To be the best teachers we can be, we must take care of ourselves first. That means taking time for rest, relaxation, and self-care. It might mean saying no to after-school activities or planning days off with family.
Seneca said this about guarding your time:
“No person would give up even an inch of their estate, and the slightest dispute with a neighbor can mean hell to pay; yet we easily let others encroach on our lives — worse, we often pave the way for those who will take it over. No person hands out their money to passers-by, but to how many do each of us hand out our lives! We’re tight-fisted with property and money, yet think too little of wasting time, the one thing about which we should all be the toughest misers.”
The only person who will prioritize your time is you. Don’t let someone else make their time more important than yours.
Whatever form it takes, self-care is essential to being a successful teacher.
So next time you feel run down, remember to take a little time for yourself. Your students will thank you for it!
Don’t compare yourself to others
If you’re like most people, you probably compare yourself to others regularly. Whether you’re comparing your work to a colleague’s or your teaching methods to a master teacher’s, it’s easy to feel like you’re falling short.
There is always someone further along in their career than you, but don’t worry — you’re not supposed to compare yourself to them! That’s because, as anyone with imposter syndrome will tell you, everyone feels like a fraud sometimes.
The only way to become a better teacher is to gain experience and keep learning. So instead of comparing yourself to others, focus on your journey and trust that you’re exactly where you’re supposed to be.
Build relationships with your colleagues and students
There’s no denying that relationships are essential. Whether you’re trying to build relationships with your colleagues or students, it’s essential to put in the effort to create connections. After all, relationships are the foundation of any successful teaching experience. Establishing relationships with your students creates a supportive learning environment where everyone can thrive.
Don’t be the teacher who doesn’t smile until Christmas. Get to know your students. Laugh with them (not at them!), talk with them, and learn what they love about the world. It may help you connect with that student who never speaks to anyone.
And by developing relationships with your colleagues, you create a collaborative team that can work together to improve student outcomes. So if you’re looking to build relationships, remember that creating strong bonds takes time and effort. But the effort is well worth it when you see the positive impact that relationships can have on teaching and learning.
Be yourself
An old saying goes, “When in doubt, be yourself.” And while that may not be the most sage advice for every situation, it’s definitely something to keep in mind regarding your career.
After all, being authentic and genuine to yourself is one of the best ways to be successful.
Consider the classroom. As a teacher, you have the unique opportunity to connect with your students personally and help them learn in a relevant way. But to do that, you need to be genuine.
Your students will be able to sense if you’re being fake or if you’re going through the motions. Trust me; they have a BS detector that can spot a fake teacher from a hundred miles away. They’ll know if you’re doing something that is not authentic to who you are.
Don’t be that teacher who tries to do things in class so you can look cool to your students. (As a matter of fact, don’t use the word cool. I’m pretty sure it’s not cool anymore…)
But if you’re authentic, they’ll be more likely to engage with the material and learn from you.
Of course, there are times when it’s essential to put on a professional persona. But in general, it’s best to just be yourself. It might not always be easy, but it’s always worth it.
So there you have it: some advice on not being a perfect teacher and trying to impress everyone from a (spoiler alert) far-from-perfect teacher. Remember, it’s okay to ask for help, take time for yourself, don’t compare yourself to others, build relationships with your colleagues and students, and most importantly — be yourself!
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